Curriculum

GEOGRAPHY

Studying Geography gives pupils the opportunity to travel the world via the classroom, learning about both natural and social sciences along the way.

It provides pupils with a holistic understanding of our planet, its systems and how we, as humans, are impacting our world. Pupils learn to appreciate the complexity of our world and the diversity of its environments, economies and cultures. Through Geography, pupils develop an understanding of the global political issues that occur between countries, cultures, cities and their hinterlands, and between regions within countries.

Our vision for Geography

A rich geography education gives pupils the opportunity and key foundations to bring to life the diverse world we live in via their own classroom. It develops a deeper appreciation of its natural and social aspects along a journey that will remain with them for a lifetime. As they progress through their studies, pupils will increase their understanding of the key interactions between human and physical processes.

Pupils will:

  • build their own identity and develop their sense of place
  • be inspired by the situation of Manchester in the north west of England and its importance as an industrial city
  • recognise the similarities and differences between the world around them and contrasting environments
  • understand important processes and changes in the world around them, including those affecting the land, bodies of water and the air, people, and wildlife and their impact
  • learn about the orientation of the world, including references such as the continents and oceans that they can navigate from
  • deepen their understanding of the interaction between physical and human processes, and of the formation and use of landscapes and environments
  • be competent in the geographical skills needed to: collect, analyse and communicate with a range of data gathered; interpret a range of sources of geographical information; communicate geographical information in a variety of ways
  • appreciate that geographical academic knowledge is provisional and revisable. Geographers build, challenge or refine the work of each other engaging with genuine academic debate
  • engage in live fieldwork including data collection, analysis and presentation developing an appreciation of the interplay between locational knowledge and human and physical processes

The whole-school curriculum operates at three levels and addresses pupils’ academic, personal and social development. The three individual elements of learning provide a different component to the education of every pupil. Intellectual, personal and social maturity will be the goal of these structured layers of learning at the school.  There are three guiding elements which are brought to life in the mathematics curriculum:

  • Educational excellence: Geographical expertise is built on substantive geographical knowledge. Drawing from the breadth of concepts (place, space, scale, interdependence, physical and human processes, environmental impact, sustainable development, cultural awareness, cultural diversity) gives pupils the knowledge they need to appreciate the whole domain of geography. They understand how common concepts draw different aspects of the subject together.
  • Character development: Geography teachers provide enrichment opportunities both inside and outside of school, ensuring outdoor learning helps to put theory into practice and to foster a love of geography. They help to build their own identity and develop their sense of place.
  • Service to communities: Geography teachers develop key contextual knowledge of geographically significant places, which includes the defining of human and physical characteristics and how these help shape understanding of key processes.

Key Stage 3 Intent

In Year 7, pupils focus on studying places at a variety of different scales, by looking at the human and physical processes that shape and change them. Geographical skills are developed to enhance and deepen geographical thinking. Year 8 builds on the strong foundation of year 7 and provides pupils with the opportunity to become more confident in analysing information from a variety of sources to form conclusions about a range of issues and processes that affect people, the environment, and the natural landscape at a variety of scales and across a range of places. Students become increasingly confident in making cross-curricular links. In Year 9, pupils gradually develop deeper contextual knowledge and understanding of geographical concepts, recalling and revisiting them meaningfully and regularly. Through enquiry, they confidently interpret a wide range of geographical information enabling them to conceptualise their classroom learning. With and increasingly interconnected web of knowledge Pupils can demonstrate a more mature awareness of issues and differing attitudes and values within which they arise.

 

Key Stage 3 Implementation

Learning Journey 

 

Key Stage 3 Impact

At KS3, essential geographical language at all times is assessed to ensure mastery of knowledge by elaborating key concepts with accuracy in both spoken and written word. Through each line of enquiry, pupils engage with relevant and contemporary geographical debate and extended writing known as fluency composites. By engaging with real-life issues, pupils can develop their understanding that geographical knowledge and understanding are revisable.

Key Stage 4 Intent

Year 10 begins by exploring the dynamic nature of physical processes and systems, and human interaction with them in a variety of places and at a range of scales. Pupils develop an understanding of geomorphological & biological processes and features in different environments and the need for sustainable management. Pupils undertake a geographical physical enquiry, investigating changes along a river. Pupils end the year by exploring themes in the human environment; processes, systems and outcomes and how this change both spatially and temporally. Pupils develop an understanding of the factors that produce a diverse variety of human environments; the dynamic nature of these environments that change over time and place; the need for sustainable management; and the areas of current and future challenge and opportunity for these environments. In Year 11, pupils continue to develop their knowledge and understanding of human environments by learning about challenges and opportunities in both Rio de Janeiro and Nigeria. Pupils then draw together and apply their knowledge, understanding and skills from Y10-11 by undertaking a synoptic unit. This will contribute to their critical thinking and problem-solving skills on a particular issue using the pre released source booklet. In preparation for their GCSE examinations, pupils will complete a series of consolidation sessions to recap and embed knowledge and understanding.

Key Stage 4 Implementation

Learning Journey

Key Stage 4 Impact

 

Paper 1: Living with the natural environment

–                      Natural hazards (tectonic & weather hazards, climate change)

–                      The Living World (ecosystems, tropical rainforests & hot deserts)

–                      Physical landscapes in the UK (coasts & rivers)

1hr 30 minutes – 35% of final grade

Paper 2: Challenges in the human environment

–                      Urban issues and challenges (Rio de Janeiro & Manchester)

–                      The changing economic world (development, Nigeria & the UK economy)

–                      Resource management (energy)

1hr 30 minutes – 35% of final grade

 

Paper 3: Geographical applications

–                      Issue evaluation

–                      Human geography fieldwork

–                      Physical geography fieldwork

1hr 15 minutes – 30% of final grade

 

Enrichment and Careers

The Department offers subject-specific enrichment clubs such as Eco club and organises a range of fieldwork trips throughout the year. Pupils can take part in school-wide competitions, as well as representing the Academy in local and national competitions designed to increase their engagement and enhance their subject knowledge. Intervention sessions to consolidate prior learning and ensure maximum progress are at the heart of our delivery model.

On completion of this course, pupils will have the skills and experience to progress onto A-level and beyond.  Geography is a subject which links well with Science and Maths or other Humanities subjects and will develop skills that will support and enhance your studies in lots of other subjects. 

Careers include:

  • Geographical information analyst
  • Architectural Technologist
  • Business analyst